The influence of emotions in the workplace rarely has been examined within the context of higher education (Neumann, 2006; Smith and Witt, 1993). Through a qualitative approach, the purpose of this chapter is to offer a perspective of faculty work that examines the role that emotions play in the academic life of 15 underrepresented faculty members in science and engineering at a predominantly white institution (PWI). The author utilizes the conceptual framework of emotion management (Ashforth and Tomuik, 2000; Erickson and Ritter, 2001) to examine the influence of emotions on faculty work life. As such, he will focus the discussion on understanding the extent to which emotion management influences faculty motivation to engage in scholarly work within the sociocultural setting of a PWI. He begins with a brief discussion regarding the link between emotions and motivation, before providing a general understanding of the two constructs that form the basis of the emotion management framework: "emotional labor" and "emotion work." Information on the recruitment of the participants and the qualitative methods used to gather and analyze data is presented before he discusses in detail the three themes that fall under the umbrella of emotion management resulted from the data analysis. He concludes the chapter with implications to administrators and institutional researchers and suggestions about potential means to help underrepresented faculty at PWIs manage their emotions with the ultimate goal to maintain their motivation and improve their productivity. (Contains 1 table.)